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ID 41623
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別タイトル
Issues and Perspectives in Critical Reading Instruction of Expository Text : The concept of "critical" frameworks
著者
村井 隆人
キーワード
Expository text
Critical Reading
Critical Thinking
Critical Education
説明的文章
批判的読み
批判的思考研究
批判的教育研究
NDC
教育
抄録(英)
This paper discusses various perspectives on the issue of critical reading instruction of expository text, examining six representative instruction theories. I construct the concept of “critical” frameworks by classifying critical thinking and critical education in a discussion of instruction theories. This framework is constructed by three components: the goal of critical reading; the target of critical reading; the content of teaching. In this framework, the goals of critical reading are “analytical” or “innovative”. The target of critical reading has four elements; argument, figure of speech, background, and ideology. The content of teaching has two elements; “reason” and “reflection”. Examination of six instruction theories revealed three types; (a) analytical and reasonable instruction, (b) analytical instruction involving reflection, and (c) innovative and reflective instruction. Type (a) is considered problematic in previous critical thinking research. Type (b) addresses the problems of type (a). In addition, type (c) incorporates social connectivity. Thus, I propose that it would be valuable for perspectives of critical reading instruction of expository text to further develop type (b) and type (c).
掲載誌名
広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域
65号
開始ページ
149
終了ページ
158
出版年月日
2016-12-22
出版者
広島大学大学院教育学研究科
ISSN
1346-5554
NCID
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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